demographics of this sample - indstate.edu€¦ · web viewisu foundational studies. university...

ISU FOUNDATIONAL STUDIES

UNIVERSITY LEARNING OUTCOMES

ASSESSMENT(UNILOA)

RESULTS REPORTA DESCRIPTIVE ANALYSIS OF DATA

COLLECTED AND COMPILED BY:

THE CENTER FOR LEARNING OUTCOMESASSESSMENT, INC

May 15, 2023

MARK FREDERICK, PH.D.WILL BARRATT, PH.D.

UniLOA Report

Table of ContentsDemographics of this sample.....................................................................................3Domain Means...........................................................................................................5Individual Item Means and National Item Norms.....................................................6Critical Thinking........................................................................................................7Self-Awareness...........................................................................................................9Communications......................................................................................................11Diversity................................................................................................................... 13Citizenship...............................................................................................................15Membership and Leadership...................................................................................17Relationships............................................................................................................19Interdependence......................................................................................................21Domain Means by Gender........................................................................................23Domain Means by GPA.............................................................................................24Domain Means by Number of Organizational Memberships...................................27Domain Means by Number of Organizational Memberships...................................29Domains by Number of Volunteer Hours Served.....................................................31Domain Means by Hours per Week of Study...........................................................33Domain Means by Ethnicity.....................................................................................35Domain Means by Major..........................................................................................37Appendix.................................................................................................................. 39

UniLOA Report

Demographics of this sample

Gender NFemale 29Male 14Total 43

Ethnicity NAfrican-American 9European-American 20Other 14Total 43

Major NBusiness 9Education 3Engineering 2General Studies 1Health 5Pre-Law 3Pre-Medical or Pre-Dental 4Social Sciences 3Technology 3Undeclared 2Total 35

GPA N0.0-0.5 12.01-2.5 12.51-3.0 83.01-3.5 153.51-4.0 17Total 42

UniLOA Report

Hours Completed (reported) N0-15 3816-30 346-60 176-90 1Total 43

Age (reported) N18 2319 1820 122 1Total 43

UniLOA Report

Domain Means

Cri

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ean

Com

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Mea

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ISU Foundatio

nal Studies

73.5 71.7 79.0 71.3 57.5 71.2 72.9 80.0

National Means 73.3 71.3 74.2 70.6 65.9 72.3 71.9 74.6

Difference 0.2 0.4 4.8 0.7 -8.4 -1.1 1.0 5.4

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55.0

60.0

65.0

70.0

75.0

80.0

85.0

Domain Means

ISU Foundational Studies

National Means

Individual Item Means and National Item Norms

The means for each item are presented in tables below along with the national norm for that item. This list represents the behaviors that students have reported and is one starting place to determine what to do with the data presented in this report.

Identify the two highest scoring items in each domain, determine where in the college experience students are learning these behaviors and celebrate these.

Identify the two lowest items in each domain and determine where in the college experience students should be learning these behaviors and identify interventions, programs, and events that will help students to participate in these behaviors more frequently. This list of the two lowest items is presented after all of the item scores and charts are listed.

Look closely at the list of list of all items on which students score low to see if there is a commonality. For many campuses and organizations most of these items cluster in the area of communication, and especially in the area of oral communication.

Look closely at your campus or organization mission statement and in light of your mission statement select five items on which your students score low. Develop specific programming efforts in these three to five areas.

UniLOA Report

Critical ThinkingThe UniLOA’s authors consider critical thinking to be an active process where students use skills of evaluating, analyzing, assessing, interpreting, questioning and restating a problem or challenge. Effective problem-solving is bolstered by the individual’s skill in applying critical thinking skills to their academic lives and their lived experience. A skilled critical thinker should be able to examine and understand the fundamental qualities of problems, collect and analyze critical data, draw appropriate interpretations and conclusions, examine broad-based problem-solving options and effectively communicate and implement appropriate solutions.

ISU Founda-tional Studies

National Mean

Item

Item 1 74.2 74.9

I rely on multiple kinds of information when I form an opinion. For example I look for a variety of facts and informed opinions before forming my own conclusion.

Item 8 77.2 76.0

I can see what a problem is like from a different perspective. For example I anticipate different possible solutions and outcomes based on different perspectives.

Item 15 67.7 73.3

I can analyze complicated problems by identifying the component parts and issues. For example I can plan an event or activity that takes into account resources, social and cultural differences, scheduling, and advertising.

Item 22 72.3 73.4

I can tell when something is a belief, when something comes from science, and when something is logical. For example in class discussions, political debates, personal differences, and areas of conflict, I listen for these different perspectives.

Item 29 74.0 73.4

I evaluate the credibility of sources and information. For example when I am using the Internet, or reading popular media, I know how to tell credible sources from questionable sources.

Item 36 72.1 72.1

I identify valid and invalid arguments and can spot fallacies of deductive and inductive arguments. For example I see when someone has a problem with the logic and structure of their argument, or is confusing cause and effect, or is missing key pieces that are needed.

Item 43 70.2 71.9

I identify the basic assumptions behind opinions and arguments. For example I can specify my assumptions and values that lead to my points of view or other people’s

UniLOA Report

assumptions and values.

Item 50 80.7 75.1

I understand basic statistics that I read or see in the media. For example when I see or read statistics I know what they mean and how they are being used to represent information appropriately or inappropriately.

Item 57 68.1 70.5

I am good at describing things in class. For example I answer the teacher’s questions when we are reviewing material.

Item 64 78.8 76.9

I know when someone is using misleading language. For example I can tell when a TV advertisement has used some ‘weasel words’ to try to confuse or mislead me.

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60.0

65.0

70.0

75.0

80.0

85.0

Item 1

Item 8

Item 15

Item 22

Item 29

Item 36

Item 43

Item 50

Item 57

Item 64

Critical Thinking


National Norm

Self-AwarenessSelf awareness as a construct can be defined in multiple ways, but when those definitions are examined to identify common elements, consistency among the many definitions emerges. Self-awareness deals with awareness from the both internal and external perspectives. Those dual perspectives allow individuals to understand their place within the environment and to express behaviors and cognitions that compliment harmony between self and other. Self awareness is not a skill that is inherent within the human condition. To be sure, active self awareness comes only after conscious self-reflection comes to be a part of the lived experience.


National Mean

Item 2 56.3 52.4

I list my personal goals for a class or activity. For example I list my learning goals for a class beyond the learning outcomes listed in the syllabus, as well as my goal for a grade.

Item 9 70.7 74.3

I can express my personal goals to others. For example I have engaged in meaningful meetings with significant others to assist in establishing and clarifying goals and making a plan to accomplish those goals.

Item 16 73.7 74.0

I am able to attach lived experience to emotional/affective response. For example I can manage the emotional response I experience and accept the comfort and discomfort they bring to me.

Item 23 68.8 72.8

I can describe myself accurately. For example I have engaged in reflection with others and have sought their input to check the accuracy of my perceptions.

Item 30 69.3 73.1

I talk freely about my strengths and weaknesses. For example I have admitted to others when I cannot do something and have taken action to improve the skills that I found lacking.

Item 37 74.2 72.3

I have a career plan. For example I have a written and comprehensive career plan and understand how my daily activities compliment that plan in achieving my goals.

Item 44 74.5 76.1

I can describe the skills that I have gotten from my education. For example I have identified skills and ability that I didn’t possess before going to school and I can tell others what they are.

Item 80.2 74.1 I am aware of real results of decisions and the

UniLOA Report

51effectiveness of their implementation. For example my decisions usually involve thinking about the consequences of my actions for myself and for others around me.

Item 58 81.2 75.6

I am self monitoring. For example I am constantly checking if I am where I want to be in my life and who I want to be.

Item 65 69.3 74.4

I am very organized in my work. For example I keep a “to do” list and use it.

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60.00

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70.00

75.00

80.00

85.00

Item 2

Item 9

Item 16

Item 23

Item 30

Item 37

Item 44

Item 51

Item 58

Item 65

Self Awareness


National Norm

CommunicationsIn academic circles, there are many definitions of the construct “communication.” Yet, most contemporary definitions share common themes within them, including:

An active process where one person conveys a message to another through a variety of forms, including speaking, writing, or other non verbal cues.

Communication may be intentional or unintentional That different levels of communication exist depending on the relationship

between the sender and the receiver That it provides a means by which needs can be expressed from one person

to another That communication attempts to in some way impact the behavior of the

“other” Our effectiveness in communicating with others requires an understanding of the environment, relationship to the other and how effective the symbols chosen for the expression of needs, wants, or perspective are in affecting behaviors.


National Mean

Item 3 76.5 75.0

My presentations in classes are concise, precise, and persuasive. For example they are always within the time limit and don’t wander off the point and I typically get an A on my presentations.

Item 10 77.0 75.0

I use my best active listening skills. For example at parties and in class I use active listening and check with others to make sure I have heard them appropriately.

Item 11 83.7 78.7

I adjust my communication skills to whatever setting I am in. For example I use different kinds of skills in class than I do during informal situations.

Item 12 81.2 74.4

I use technical terms and jargon as appropriate. For example I adjust the level of my communication to my audience, I don’t communicate the same with professors as I do with first year students on campus.

Item 13 82.1 69.9

I make sure that when I am talking with someone I change my communication style to be consistent with their world view. For example when speaking to someone who is devoutly religious I take that into account when I speak with them.

Item 14 81.6 78.6

I use correct grammar when appropriate in speaking with others. For example when speaking in class or to professors I use correct ‘standard English’ even though I may use dialect and slang with my friends.

UniLOA Report

Item 15 73.5 73.2

My oral presentations are well structured. For example I spend a lot of time organizing what I am going to say, and even map out or outline my presentation.

Item 16 85.1 78.0

I use supporting material for my presentations and papers. For example I rely on reliable sources and references to help me make my points.

Item 17 75.6 72.4

I ‘self disclose’ appropriately in conversation or in class. For example I share my genuine thoughts, feelings, and personal experiences as needed, but not too much so.

Item 18 73.3 73.4

I know what others think about my communication style. For example I listen when others tell me how I come across to them.

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65.0

70.0

75.0

80.0

85.0

90.0

Item 3

Item 10

Item 11

Item 12

Item 13

Item 14

Item 15

Item 16

Item 17

Item 18

Communication


National Norm

DiversityDiversity is an area of interest within higher education as it reflects an individual’s understanding and appreciation of “differences.” Those differences include such things as the recognition of values held by different people, cultures, ethnicity, politics, religion, gender, age, sexual orientation and a host of others. The understanding and appreciation of difference is necessary to establish and maintain pluralism in a way that will be complimentary to such things as social responsibility, cohesion and advancement of social structures, the bolstering of individual and group identity, equality and respect.

But diversity goes beyond mere acceptance of difference, which in many cases may be mere tolerance. Indeed, moving beyond simple tolerance allows individual members of a social group the capacity to appreciate the positive contribution different people can make to the collective good of that social group, whether limited to small groups of individuals or on a global scale.


National Mean

Item 4 62.8 70.5

I have personal relationships with several people who are ethnically different from me. For example I have several African-American or European-American friends.

Item 11 80.9 73.6

In a class or among my friends I will advocate for diversity and social justice. For example I make sure that everyone is treated the same way.

Item 18 68.4 68.5

I take the time to see things from a different gender, ethnic, or social class perspective. For example in class assignments I will use a perspective different from my own to help strengthen the paper.

Item 25 68.4 66.4 I can tell anyone what diversity is. For example I have a

‘standard answer’ when someone asks me about diversity.

Item 32 68.6 68.9

I talk with other people who are different than me about our differences. For example I will talk with someone who is ethnically different from me to try to understand the world from their point of view.

Item 39 73.3 70.5

I act on the values of diversity and social justice. For example I work with an organization or with my church to help others.

Item 46 70.0 69.7

I go beyond simple diversity to act and think more complexly. For example I work hard to include many types of differences such as gender, ethnicity, social class,

UniLOA Report

morals, and personality when I form opinions or work with other people in class or hang out with my friends.

Item 53 85.1 77.2

I value differences between people as part of the overall human experience. For example I know that we are not a melting pot where people who are different can come to be seen as ‘all the same’. I know that people are different and that these differences are important.

Item 60 72.1 75.9

I see myself as a member in multiple communities. For example I see myself as a member of a club, an organization, a social group, a family or origin, a local community, a state, a nation, etc. all at the same time.

Item 67 63.7 69.4

I behave in such a way to offset my inherent gender, ethnic and social class bias. For example I work hard to see things from other gender, ethnic, or social class points of view.

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60.0

65.0

70.0

75.0

80.0

85.0

90.0

Item 4

Item 11

Item 18

Item 25

Item 32

Item 39

Item 46

Item 53

Item 60

Item 67

Diversity


National Norm

CitizenshipCitizenship entails an understanding of one’s membership in a variety of “groups,” from the campus community to the global level, and a demonstrated commitment through behaviors that reflect active participation within those groups. Knowledge of the various rights, privileges and associated duties of citizenship are things in which students should be actively engaged; whether those are of a political, social, or legal nature.


National Mean

Item 5 65.6 67.1

I spend time researching candidates before I vote. For example I will read some independent sources about more than one presidential candidate before making up my mind.

Item 12 50.7 65.7

I am serious about voting. For example I actively access the media to learn about and to address questions about a candidate’s platform, beliefs, and values.

Item 19 63.7 65.2

I am informed of current events. For example I regularly read, listen, or watch various media to remain current in my knowledge of local, regional, national and international events.

Item 26 47.9 70.9 I vote. For example I am registered and vote in campus,

local, state and national elections.Item 33 59.8 63.0

I know about current issues within the community. For example I know what the hot political and social issues are in my town.

Item 40 53.7 63.5

I contribute financially to causes I believe in. For example I make financial donations to charities, organizations, and causes.

Item 47 55.1 65.4

I can identify good political leaders. For example I am able to report to others the values, voting records, platform and political philosophy held by political leaders and understand how these compliment or contrast to those of the community.

Item 54 37.2 56.1

I engage in the political process through voicing viewpoints. For example I write letters to the editor, engage in debate with others, or contact political leaders to voice my opinion.

Item 61 70.9 71.3

I empower those around me. For example I actively seek the opinions of others and assess them in contrast to my own and am able to withhold judgment of the other

UniLOA Report

person

Item 68 70.5 71.3

I am active in organizations related to professional and personal interests without overextending my commitments. For example I belong to professional and hobby clubs and groups.

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55.00

60.00

65.00

70.00

75.00

80.00

Item 5

Item 12

Item 19

Item 26

Item 33

Item 40

Item 47

Item 54

Item 61

Item 68

Citizenship


National Norm

UniLOA Report

Membership and LeadershipAn understanding of the various types of relationships a student will experience is necessary as they identify with groups, whether those groups are formal or informal. Within formal groups, individuals should recognize how they can contribute and be active in their participation, whether that participation is the holding of a recognized office with prescribed duties, or a member that contributes to the common good through active participation that supports growth and development of the collective body.


National Mean

Item 6 74.0 74.6

I know when and where skills and talents can most benefit the larger group. For example I look for and actively participate in groups or work teams based on my skills and abilities.

Item 13 77.4 75.9

I am a role model for others. For example I am aware of how others see me and I act in ways that provide a positive example for others to follow.

Item 20 64.7 71.1

I have polished communication skills for influencing others. For example I have learned effective ways to influence others and have observed situations where others have changed their minds based on my influences.

Item 27 64.7 72.2

I use good skills in confronting others. For example I share my observations of another person in a constructive and non-threatening way to influence changes in their behavior.

Item 34 69.8 71.3

I know how to effectively run an organization, group, or club. For example I use my skills of influencing others to help conduct the business of organizations I belong to.

Item 41 70.7 69.8

I engage in constructive dialog rather than arguments. For example when I confront others I focus on minimizing a negative emotional response from people I’m confronting.

Item 48 76.5 74.6

I can describe the common factors in both leadership and membership. For example I can use this knowledge in a way that makes me effective as either a leader or a member.

Item 55 73.5 73.2

I balance my needs and the group’s needs so that neither is neglected. For example sometimes I will give up what I want or need so that the group will succeed.

UniLOA Report

Item 62 72.3 73.0

I take risks to accomplish a goal or to get the job done. For example I don’t fear failure in such as way that I won’t act and I will try new ways of doing things.

Item 69 68.8 72.6

I actively seek leadership opportunities in areas that are important to me or in which I have expertise. For example I seek to be a leader in the groups I belong to.

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60.0

62.0

64.0

66.0

68.0

70.0

72.0

74.0

76.0

78.0

80.0

Item 6

Item 13

Item 20

Item 27

Item 34

Item 41

Item 48

Item 55

Item 62

Item 69

Membership and Leadership


National Norm

RelationshipsInteracting with others can be on a variety of levels including social, professional, intimate or others. An individual’s ability to influence others, to contribute to the meeting of self needs as well as the needs of others and to form individual identity as a result requires active management. The ability to effectively manage the “connectedness” between self and others allows individuals to be more productive to their own internal growth and development as well as to positively contribute to the growth and development of others.


National Mean

Item 7 87.0 79.1

I balance keeping personal, social, and professional relationships healthy with the rest of my life. For example I spend time on relationships and still get my school work done.

Item 14 74.4 73.9

I understand and improve my self-expression in relationship management. For example I am able to express my thoughts and feelings with others consistent with the situations I share with them.

Item 21 62.6 67.0

I use effective networking skills. For example I go out of my comfort zone to introduce myself to and establish and maintain an appropriate relationship with others, such as my professors and supervisors.

Item 28 75.1 68.3

I take an active part in class discussions. For example I engage in discussions with others who are different than me and make new friends and acquaintances outside my own “circle."

Item 35 70.0 70.5 I foster cooperation rather than competition. For example

I am not always trying to “win” at relationships.

Item 42 69.3 72.2

I actively engage in relationship development and management with a wide variety of “others”. For example I work on my relationships with peers, faculty, supervisors, etc.

Item 49 76.0 75.2

I am confident in establishing a presence in dealing with others in the work place. For example I share my observations of others in an effective way to assure they know what my feelings are, without being overbearing with them.

Item 56 70.2 72.2

I can confront other people in a constructive way. For example when I have a disagreement with someone or

UniLOA Report

don’t agree with what they say or do I can constructively bring this problem out into the open.

Item 63 70.2 72.2

I don’t shy away from a relationship that may be hard. For example if I think a relationship might cause some problems for me or be challenging or me I don’t back off because I know that I will really learn something in this relationship.

Item 70 73.7 73.2

I know how my gender, ethnicity, social class, and personality affect my relationships. For example when my relationships have problems I think through how my gender, ethnicity, social class, or personality might be affecting the relationship.

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60.00

65.00

70.00

75.00

80.00

85.00

90.00

Item 7

Item 14

Item 21

Item 28

Item 35

Item 42

Item 49

Item 56

Item 63

Item 70

Relationships


National Norm

InterdependenceRelationships between and among peers constitutes interdependence. This scale was derived empirically based on factor analysis and the high reliability is evidence of an important and coherent scale.


National Mean

Item 7 87.0 79.1

I balance keeping personal, social, and professional relationships healthy with the rest of my life. For example I spend time on relationships and still get my school work done.

Item 8 77.2 76.0

I can see what a problem is like from a different perspective. For example I anticipate different possible solutions and outcomes based on different perspectives.

Item 10 77.0 75.0

I use my best active listening skills. For example at parties and in class I use active listening and check with others to make sure I have heard them appropriately.

Item 11 80.9 73.6

In a class or among my friends I will advocate for diversity and social justice. For example I make sure that everyone is treated the same way.

Item 14 74.4 73.9

I understand and improve my self-expression in relationship management. For example I am able to express my thoughts and feelings with others consistent with the situations I share with them.

Item 17 83.7 78.7

I adjust my communication skills to whatever setting I am in. For example I use different kinds of skills in class than I do during informal situations.

Item 24 81.2 74.4

I use technical terms and jargon as appropriate. For example I adjust the level of my communication to my audience, I don’t communicate the same with professors as I do with first year students on campus.

Item 30 69.3 73.1

I talk freely about my strengths and weaknesses. For example I have admitted to others when I cannot do something and have taken action to improve the skills that I found lacking.

Item 31 82.1 69.9

I make sure that when I am talking with someone I change my communication style to be consistent with their world view. For example when speaking to someone who is devoutly religious I take that into account when I speak with them.

UniLOA Report

Item 38 81.6 78.6

I use correct grammar when appropriate in speaking with others. For example when speaking in class or to professors I use correct ‘standard English’ even though I may use dialect and slang with my friends.

Item 51 80.2 74.1

I am aware of real results of decisions and the effectiveness of their implementation. For example my decisions usually involve thinking about the consequences of my actions for myself and for others around me.

Item 52 85.1 78.0

I use supporting material for my presentations and papers. For example I rely on reliable sources and references to help me make my points.

Item 53 85.1 77.2

I value differences between people as part of the overall human experience. For example I know that we are not a melting pot where people who are different can come to be seen as ‘all the same’. I know that people are different and that these differences are important.

Item 55

73.5 73.2 I balance my needs and the group’s needs so that neither is neglected. For example sometimes I will give up what I want or need so that the group will succeed.

Item 58

81.2 75.6 I am self monitoring. For example I am constantly checking if I am where I want to be in my life and who I want to be.

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60.00

65.00

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90.00

Item

7

Item

8

Item

10

Item

11

Item

14

Item

17

Item

24

Item

30

Item

31

Item

38

Item

51

Item

52

Item

53

Item

55

Item

58

Interdependence


National Norm

Domain Means by Gender

Cri

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Th

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Com

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ISU Foundational Studies Male

76.9 64.8 74.8 67.5 56.9 69.1 71.1 75.5

MaleMean 74.4 69.8 73.0 70.1 67.4 72.2 71.0 73.4

ISU Foundational Studies Female

71.9 75.0 81.0 73.2 57.8 72.2 73.7 82.2

FemaleMean 73.6 73.3 76.3 71.7 65.2 73.4 73.3 76.9

MaleMean Difference

2.5 -5.0 1.7 -2.6 -10.4 -3.0 0.1 2.1

FemaleMean Difference

-1.7 1.6 4.7 1.4 -7.4 -1.1 0.4 5.3

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55.0

60.0

65.0

70.0

75.0

80.0

85.0

Domain Means by Gender

This Sample Male

Male Norm

This Sample Female

Female Norm

Domain Means by GPAGPA

Cri

tical

Th

inki

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Self

Awar

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s

Com

mun

icat

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Div

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Citi

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Mem

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and

Lead

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Rel

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Inte

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2.51-3.0

71.8 67.0 70.3 66.0 53.1 71.1 71.9 74.5

3.01-3.5

73.7 68.5 79.1 71.7 57.6 66.7 72.3 79.7

3.51-4.0

73.9 76.8 83.4 73.4 60.4 75.5 74.7 83.1

GPA N0.0-0.5

1

2.01-2.5

1

2.51-3.0

8

3.01-3.5

15

3.51-4.0

17

Total 42

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50.0

55.0

60.0

65.0

70.0

75.0

80.0

85.0

2.51-3.0 3.01-3.5 3.51-4.0

Domain Means by GPA

Critical Thinking

Self Awareness

Communication

Diversity

Citizenship


Relationships

Interdependence

Domain Means by Number of Organizational Memberships

Number of Organizational Memberships

Cri

tical

Th

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Self

Awar

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s

Com

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Div

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Citi

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Mem

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and

Lead

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Rel

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Inte

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0 74.2 69.0 77.1 71.6 57.0 70.7 72.1 79.61 71.5 78.8 83.8 73.0 52.5 72.0 69.3 81.92 73.7 75.2 78.0 68.7 64.3 75.8 75.0 79.0Grand Total 73.8 71.0 77.9 71.3 57.7 71.7 72.3 79.7


N

0 281 42 63 14 25 2Grand Total 43

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50.0

55.0

60.0

65.0

70.0

75.0

80.0

85.0

0 1 2


Critical Thinking

Self Awareness

Communication

Diversity

Citizenship


Relationships

Interdependence

Domains by Number of Volunteer Hours Served

Hours per week of Volunteer Activity

Cri

tical

Th

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Self

Awar

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Com

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Div

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Citi

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Mem

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Rel

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Inte

rdep

ende

nce

1 70.4 70.4 76.0 68.5 51.0 68.2 71.0 78.92 74.3 77.0 83.7 75.8 65.3 76.3 79.5 84.23 77.8 64.6 75.0 68.8 67.0 73.9 69.0 75.5Grand Total

72.9 70.0 77.1 69.8 57.4 71.0 71.9 78.9

Hours per week of Volunteer Activity

N

1 212 63 94 15 16 2Over 9 3Grand Total 43

UniLOA Report

UniLOA Report

50.0

55.0

60.0

65.0

70.0

75.0

80.0

85.0

1 2 3

Hours Per Week of Volunteer Activity

Critical Thinking

Self Awareness

Communication

Diversity

Citizenship


Relationships

Interdependence

Domain Means by Hours per Week of Study

Hours per week of Study

Cri

tical

Th

inki

ng

Self

Awar

enes

s

Com

mun

icat

ion

Div

ersi

ty

Citi

zens

hip

Mem

bers

hip

and

Lead

ersh

ip

Rel

atio

nshi

ps

Inte

rdep

ende

nce

2 or less 70.0 63.0 72.8 67.0 49.5 62.0 66.5 73.94 76.0 68.6 73.8 68.0 57.4 71.8 75.8 77.66 74.5 69.5 79.4 72.3 55.8 70.1 74.4 81.08 73.2 71.4 78.1 72.9 63.1 69.4 72.9 80.010 69.4 76.2 78.8 70.8 56.0 65.6 67.4 79.512 74.0 74.7 81.7 75.0 53.7 77.7 78.7 82.014 79.5 79.0 88.0 78.5 63.5 77.0 79.5 87.7Grand Total 73.4 71.0 78.1 71.6 57.4 69.7 73.0 79.7

Hours per week of Study

N

2 or less 44 56 88 910 512 314 216 2Over 18 5Grand Total 43

UniLOA Report

UniLOA Report

45.0

50.0

55.0

60.0

65.0

70.0

75.0

80.0

85.0

90.0

2 or less

4 6 8 10 12 14

Hours Per Week Studying

Critical Thinking

Self Awareness

Communication

Diversity

Citizenship


Relationships

Interdependence

Domain Means by Ethnicity

Ethnicity

Cri

tical

Th

inki

ng

Self

Awar

enes

s

Com

mun

icat

ion

Div

ersi

ty

Citi

zens

hip

Mem

bers

hip

and

Lead

ersh

ip

Rel

atio

nshi

ps

Inte

rdep

ende

nce

European-American

74.8 70.7 79.5 70.7 56.8 70.4 70.2 79.6

African-American

73.7 71.8 78.9 76.6 59.0 70.9 75.4 80.3

Grand Total 74.4 71.0 79.3 72.5 57.5 70.5 71.8 79.8

Ethnicity N European-American

20

African-American

9

Other 14Grand Total

43

UniLOA Report

UniLOA Report

55.0

57.0

59.0

61.0

63.0

65.0

67.0

69.0

71.0

73.0

75.0

77.0

79.0

Ethnicity

European-American

African-American

Domain Means by Major

Major

Cri

tical

Th

inki

ng

Self

Awar

enes

s

Com

mun

icat

ion

Div

ersi

ty

Citi

zens

hip

Mem

bers

hip

and

Rel

atio

nshi

ps

Inte

rdep

ende

nce

Business 73.3

72.6

80.1

71.6

56.4

66.6

73.2

80.2

Education 77.7

63.3

79.3

68.3

56.7

68.0

64.3

79.2

Health 73.8

71.2

78.2

73.6

67.8

78.6

76.2

78.7

Pre-Law 77.0

81.3

81.3

75.0

59.3

84.7

83.0

84.3

Pre-Medical or Pre-Dental

76.0

80.3

86.3

72.3

56.8

80.3

77.5

83.7

Social Sciences

70.3

70.3

78.0

65.7

53.3

62.3

66.0

80.5

Technology 76.7

79.3

79.0

83.7

62.7

74.0

75.7

82.9

Undeclared 68.5

58.0

77.0

75.0

49.5

73.0

68.0

78.0

Grand Total 74.2

72.8

80.1

72.8

58.4

72.7

73.5

80.8

Major NBusiness 9Education 3Engineering 2General Studies

1

Health 5Pre-Law 3Pre-Medical or Pre-Dental

4

Social Sciences

3

UniLOA Report

Technology 3Undeclared 2Grand Total 35

UniLOA Report

40.0

45.0

50.0

55.0

60.0

65.0

70.0

75.0

80.0

85.0

90.0

Major

Business

Education

Engineering

General Studies

Health

Pre-Law

Pre-Medical or Pre-Dental

Social Sciences

Technology

Undeclared

UniLOA Report

Appendix

Students who had apparent patterns in their answers (1 2 3 4 5, or 10 10 10 10 e.g.) and students with a large number of unanswered items were omitted from this analysis.

All blank items were coded with a 7, which is close to the overall item mean.

Results are reported against the UniLOA National Database, which is composed of all responses to the UniLOA received by the Center for Learning Outcomes Assessment, Inc.

An intentional analysis protocol was followed beginning with the reporting of overall domain scores contrasted with the mean of all student responses housed in the UniLOA National Database. Mean domain scores are computed by equal weighting of all questions pertaining to their particular domain. An overall UniLOA Index Score is computed by equally weighting of all domain scores. Future analysis of the data housed in the National Database will include regression studies to compute an equation that will more accurately reflect the contribution of each domain score to the Index score.

UniLOA Report

demographics of this sample - indstate.edu€¦ · web viewisu foundational studies. university...

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